Karnataka J. Agric. Sci.
,26 (1) : (181-184) 2013
Leadership effectiveness of supervisors of integrated child development scheme (ICDS)
project in Karnataka*
The Integrated Child Development Services (ICDS) scheme
integrates several aspects of early childhood development and
provides supplementary nutrition, immunization, health check-
up, and referral services to children below six years of age as
well as expecting and nursing mothers. Additionally, it offers
non- formal pre-school education to children in the age group of
3-6 years, Health & Nutrition education to adolescent girls and
mothers in the age group of 15-45 years. ICDS was initiated in
1975 in 33 blocks and used below poverty line (BPL) as a criteria
for delivery of services. ICDS was expanded in 2005 to cover the
entire country and all the communities.
Every supervisor should be a good leader and leadership is
very essential for the supervisor for her effective work. Some
sociologists defined leadership in such a way that one of the
responsibilities of leadership is to seek out and develop the
talent of those members who, for various reasons, have never
had a real chance to demonstrate their ability. Within the power
structure of every society certain vital integal individuals
operate within grapes to promote, stimulate, guide of otherwise
influence memebers to action. Such activity has been called
leadership and the indi have been referred to as leaders
(Chitamber, 1990).
Leadership effectiveness is operationally defined as
measuring the extent of implementation of the leadership
qualities for the assigned job chart of the officials.
Leader is a person who has been spontaneously considered.
There are certain basic qualities or characteristics that most
people associate with leadership. Some of these include self-
reliant, independent, assertive, risk taker, dominant, ambitious,
and self-sufficient. Most people would agree that people who
possess these attributes are often labeled as ‘leaders’. Effective
leadership can be categorized in the following way. An effective
leader is someone who motivates a person or a group to
accomplish more than they would have otherwise accomplished
without that leader‘s involvement.
Supervisor is the person directly involved or charged with
responsibilities relating to the studying and improving of the
activities of others. It is her responsibility to motivate her
employees for greater achievement. A level of performance tends
to be positively associated with supervisors’ supportive
behavior. The change in the organization will best be realized if
the supervisory role incorporates the change agent that is
Anganawadi teachers’ role. While introducing changes,
supervisor has to face hostile attitude of the workers. She will
have to give deep and searching thought to the several factors
involved such as values, aspirations, concept of self, fears, ethics
etc. She has to overcome resistance from the subordinates.
The study was conducted during 2011-12 in four purposively
selected districts of Karnataka state namely Belgaum, Dharwad,
Gadag and Haveri, keeping in view the availability of time, the
cost and the convenience of the researcher.
*Part of M. H.Sc. (ECM) thesis submitted by the first author to the University of Agricultural Sciences, Dharwad - 580 005, India
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All the Supervisors of Anganawadi of the Women and
Child Development department in Northern Karnataka
constituted the population for the study. The sample size of
Anganawadi supervisors was 60. In this 60 sample graduates
from Rural Home Science College Dharwad were 30, other 30
graduates like BA with Sociology, BSW (Bachelor of Social
Work), MSW (Masters in Social Work) were considered.
Based on the objectives of the study, a well structured
questionnaire was developed to elicit the relevant information
from respondents. The scale developed by Badiger (1997) was
used for leadership effectiveness. Independent variables
selected were age, education, family type, family size, experience
and trainings and the dependent variable was leadership
effectiveness of Supervisors. Ex-post facto research design and
purposive sampling technique was used to collect the data.
The questionnaire consisted of leadership effectiveness rating
scale for measuring the performance of Angan awadi
supervisors. It was sent through post to the selected
respondents in four districts. The researcher mentioned the
purpose of the data collection clearly in the questionnaire and
requested them to provide unbiased responses. The researcher
enclosed a self addressed postal envelope to re-post the filled
in questionnaire to each respondent and were asked to mail
back to the researcher. Data were analyzed using the descriptive
statistics, t-test, correlation and regression.
Leadership Effectiveness index
Based on the total scores obtained by all the Supervisors,
Leadership Effectiveness Index was worked out by using the
following formula.
Scores obtained
Leadership Effectiveness Index = —————————— x 100
Maximum obtainable
scores
The data in the Table 1 (a) showed that the home science
supervisors had most favorable attitudes towards leadership.
Most of them were good listeners and good counselors
(93.33%), 92.67 per cent educate people to understand new
innovations and motivates them to adopt, respects the women
rights and provides equal opportunities for participation in all
programmes, 92 per cent makes rational and quick decisions to
protect the women group and its interest, 90.67 per cent maintain
balance between the traditional and modern ideas, 90.00 per
cent of them encourage healthy environment and avoid
competition and conflicts amongst the women members as it
weakens the group, 89.33 per cent participated in mass media
exploitation through reading, hearing, viewing, discussing and
shared the ideas with others.
A glance at Table 1 (b) shows that majority of the
‘supervisors being a good listener enables them to be a good
counselor’ (92.67%), 91.33 per cent ‘show concern for people
and society increases my effectiveness’, 90 per cent of them
‘educate people to understand new innovations’ and ‘motivates
Karnataka J. Agric. Sci.,26 (1) : 2013

Table 1 (a). Leadership effectiveness of home science supervisors n1=30

Sl. Statements Strongly Agree Un Dis Strongly Index
No. agree F (%) F (%) Decided Agree disagree (%)
F (%) F (%) F (%)
1 I educate people to understand new 19 11 - - - 92.67
innovations and motivates them to adopt (63.33) (36.67)
2 I show concern for people and society it 15 14 - 1 - 88.67
increases my effectiveness (50.00) (46.67) (3.33)
3 I have definite ideas regarding the aims, purpose 13 15 2 - - 87.33
and goal towards which the women group is moving (43.33) (50.00) (6.67)
4 I reinforce group confidence by appreciating 15 14 1 - - 89.33
and recognizing their work (50.00) (46.67) (3.33)
5 Being a good listener enables the women officer 20 10 - - - 93.33
to be a good counselor (66.67) (33.33)
6 I maintain a balance between the traditional and 17 12 1 - - 90.67
modern ideas (56.67) (40.00) (3.33)
7 I make rational and quick decisions to protect the 20 9 - 1 - 92.00
women group and its interest (66.67) (30.00) (3.33)
8 I encourage healthy environment and avoid 15 15 - - - 90.00
competition and conflicts amongst the women (30.00) (50.00)
members as it weakens the group
9 I participate in mass media through reading, hearing, 15 14 1 - - 89.33
viewing, discussing and shares the ideas with others (50.00) (46.67) (3.33)
10 The success of women development programmes 14 15 - 1 - 88.00
depends upon my active and functional leadership (46.67) (50.00) (3.33)
11 I help the group members to communicate 12 18 - - - 88.00
inter-personally in face- to face situations (40.00) (60.00)
to arrive positive decisions
12 I respect the women rights and provides equal 19 11 - - - 92.67
opportunities for participation in all programmes (63.33) (36.67)
Figures in the parentheses indicate percentages
F= Frequency of respondents
Leadership effectiveness index of home science supervisors = 90.39 per cent

them to adopt’ and ‘reinforce group confidence by appreciating
and recognizing their work’, 89.33 per cent of them ‘encourage
healthy environment and avoid competitions and conflicts
amongst the women members as it weakens the group’ and
‘respect the women rights and provides equal opportunities for
participation in all programmes’, 86.67 per cent ‘help the group
members to communicate inter-personally in face-to-face
situations to arrive at positive decisions’
There was a slight difference in the overall index of home
science (90.39%) and non-home science supervisors (87.17%).
Table 2 (a) revealed that 53.33 per cent of home science
supervisors were in the medium category, where as 40 per cent
of the supervisors were in the higher leadership effectiveness
category. In low leadership effectiveness only 6.67 per cent of
the Supervisors were observed. Table 2 (b) showed that
leadership effectiveness of 73.33 per cent of non-home science
supervisors was in medium category, followed by low and high
categories (13.33% each).
Table 3 showed the relationship between the independent
variables and leadership effectiveness. Amongst all independent
variables age and experience were significant at 5% level,
education, family type and trainings were significant at 1% level
and remaining independent variables such as family size was
not significantly associated with leadership effectiveness of
home science supervisors.
In the non- home science supervisors family size and trainings
were significant at 1% level and remaining independent variables
significantly associated with the leadership effectiveness.
The difficulties in education between home science and non-
home science supervisors indicated that learning and field
experience obtained during the graduation programme in the
college viz, communication skills, rural development programmes
and leadership qualities, personality development and many
other soft skills experienced in Rural Awareness and Work
Experience (RAWE) programme, youth festivals, student
association programmes might have empowered them for better
communication compared to graduates of other streams.
Table 4 showed the influence of independent variables on
leadership effectiveness of home science supervisors. There
was positively significant influence on age and education at
1% level and experience and trainings were positively significant
at 5% level. It means higher the age, education, experience and
trainings increases the leadership effectiveness. Family type
and size were not influencing the leadership effectiveness and
hence found non-significant. Because as the age, education,
number of trainings and also experience increased their
leadership effectiveness also increases because these variables
helped them in a direct and indirect way to take any decisions
and for execution of the better leadership qualities.

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Leadership effectiveness of supervisors of Integrated ....
Table 1 (b). Leadership effectiveness of non- home science supervisors n 2=30
Sl. No Statements Strongly Agree Un Dis Strongly Index
agree F (%) F (%) Decided Agree disagree (%)
F (%) F (%) F (%)
1 I educate people to understand new 15 15 - - - 90.00
innovations and motivates them to (50.00) (50.00)
adopt
2 I show concern for people and society it 17 13 - - - 91.33
increases my effectiveness (56.67) (43.33)
3 I have definite ideas regarding the aims, 7 19 3 - 1 80.67
purpose and goal towards which the (23.33) (63.33) (10.00) (3.33)
women group is moving
4 I reinforce group confidence by 19 9 1 - 1 90.00
appreciating and recognizing their work (63.33) (30.00) (3.33) (3.33)
5 Being a good listener enables the 19 11 - - - 92.67
women officer to be a good counsellor (63.33) (36.67)
6 I maintain a balance between the 9 21 - - - 86.00
traditional and modern ideas (30.00) (70.00)
7 I make rational and quick decisions to 4 25 - - 1 80.67
protect the women group and its interest (13.33) (83.33) (3.33)
8 I encourage healthy environment and 14 16 - - - 89.33
avoid competition and conflicts (13.33) (53.33)
amongst the women members as it
weakens the group
9 I participate in mass media through 10 19 1 - - 86.00
reading, hearing, viewing, discussing (33.33) (63.33) (3.33)
and shares the ideas with others
10 The success of women development 7 22 - 1 - 83.33
programmes depends upon my active (23.33) (73.33) (3.33)
and functional leadership
11 I help the group members to 10 20 - - - 86.67
communicate inter-personally in face-
to face situations to arrive positive (33.33) (66.67)
decisions
12 I respect the women rights and provides 14 16 - - - 89.33
equal opportunities for participation in (46.67) (53.33)
all programmes

Figures in the parentheses indicate percentage

F= Frequency of respondents
Leadership effectiveness index of non-home science supervisors= 87.17 per cent

Table 2 (a). Leadership effectiveness of home science supervisors Table 2(b). Leadership Effectiveness of non-home science supervisors
n1=30 n2=30
Leadership effectiveness category Home Science Leadership effectiveness category Non Home Science
F (%) F (%)
Up to 51.26 2 (6.67) Up to 49.22 4(13.33)
Medium (51.26-54.67) 16(53.33) Medium 49.22-55.64 22(13.33)
More than 54.67 12(40.00) More than 55.64 4(13.33)
Total 30(100) Total 30(100)
Figures in the parentheses indicate percentage Figures in the parentheses indicate percentage
F= Frequency of respondents F= Frequency of respondents

Table 5 showed the association of dependent variables on leadership effectiveness in the programmes of their department.
leadership effectiveness of non- home science supervisors. There Home science supervisors had most favorable attitudes
was significant association with family size at 1% level and towards leadership. They acted as good leaders in their working
trainings were found significant at 5% level. Whereas there was conditions because of vast exposure in their educational system.
no significant influence of age, education, family type and Significantly higher leadership effectiveness was observed
experience with leadership effectiveness. This made them to take among home science supervisors over non-home science
their decisions regarding some aspects and act as a leader in the supervisors. This effectiveness may be evidenced through the
family and outside the family. So supervisors showed their learning and field experience exposed during the graduate
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Karnataka J. Agric. Sci.,26 (1) : 2013

Table 3. Relationship between leadership effectiveness with Table 5 Influence of independent variables on leadership effectiveness
independent variables of non-home science supervisors
N=60 n2=30
Independent variables Leadership effectiveness Variables Regression co-efficient t-value
Home Science Non Home Science Age 0.050 NS 0.512
Education 0.172 NS 0.270
(n1=30) (n2=30)
Family type 0.790 NS 0.606
Age 0.425* 0.106 NS
Family size 1.343** 2.200
Education 0.526** -0.247 NS
Experience 0.088 NS 0.603
Family type 0.615** 0.355 NS
Trainings 0.623 1.843
Family size 0.096 NS 0.480**
R square value= 0.443 NS- Non Significant
Experience 0.412* 0.300 NS
** Significant at 0.01 level
Trainings 0.486** 0.510**
*Significant at 0.05 level
NS- non significant programme in the college. Home science supervisors might have
** Significant at 0.01 level empowered them for better communication compared to graduates
*Significant at 0.05 level of other streams. Majority of the non-home science supervisors
were in the medium leadership effectiveness category. The reason
Table 4. Influence of independent variables on leadership effectiveness might be though they had undergone various trainings and had
of home science supervisors more experience, sometimes they feared to express their feelings.
n1=30
This is because of their low educational level.
Variables Regression co-efficient t-value
Age 0.215** 2.929
Most of the home science supervisors were good listeners
Education 4.146** 3.299 and good counselors (93.33%) followed by; she educates people
Family type 0.055 NS 0.286 to understand new innovations and motivates them to adopt’.
Family size 1.824 NS 1.758 Most of the non-home science supervisors (73.33%) were in
Experience 1.302* 2.482 medium range leadership effectiveness followed by lower
Trainings 0.385* 2.157 leadership effectiveness and in case of home science supervisors
R square value= 0.678 (53.33%) were in the medium range followed by higher leadership
NS- non significant effectiveness category. There is a significant difference between
** Significant at 0.01 level
home science and non- home science supervisors leadership
*Significant at 0.05 level
effectiveness.

Department of Extension and Communication Management PRATIBHA A. HAVANUR

College of Rural Home Science, Dharwad CHHAYA A. BADIGER
University of Agricultural Sciences, Dharwad - 580 005, India

(Received: July, 2012 ; Accepted: November, 2012)

References
Badiger Chhaya, A., 1997, Leadership Effectiveness among farm Chitambar, J. B., 1990, Introductory rural Sociology Willey Eastern
women in selected Rural Development Programmes. Ph.D. Ltd., New Delhi.
Thesis. Submitted to the Shreemati Nathidevi Dhamodhar
Thackersy (SNDT) Womens’ Univ, Mumbai (India).

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